Search for specific education indicators by country, theme or level of education and compare the results using interactive charts and tables.

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Education at a Glance 2019 (EAG 2019): Highlights
EAG 2019, Chapter A: The output of educational institutions and the impact of learning
EAG 2019, Chapter B: Access to education, participation and progression
EAG 2019, Chapter C: Financial resources invested in education
EAG 2019, Chapter D: Teachers, learning environment and organisation of schools
TALIS 2018: Full selection of indicators
TALIS 2018: Starting Strong Survey
Survey of Adult Skills (PIAAC): Full selection of indicators
PISA 2015: Full selection of indicators
PISA 2015 (Volume III): Students' Well-Being
PISA 2015 (Volume IV): Students' Financial Literacy
PISA 2015 (Volume V): Collaborative Problem Solving
Access & Participation
Organisation & Governance
Finance & Funding
Learning environment
Teachers
Evaluation & Quality assurance
Equity
Gender
Digital divide
Special needs
Socio-economic status
Migrant background
Economic & Social outcomes
Internationalisation
Research & Innovation
School leadership
Trends shaping education
Attainment
Skills
Low performers
Computers, education & skills
Early childhood education & care
Tertiary education
Demographic, social & economic indicators
TALIS 2018: Full selection of indicators
The OECD Teaching and Learning International Survey (TALIS) is an international, large-scale survey of teachers, school leaders and the learning environment in schools covering 48 countries and economies. TALIS uses questionnaires administered to teachers and their school principals to gather internationally comparable data.

  • In OECD countries and economies participating in TALIS, only 78% of a typical lesson is dedicated to teaching, with the remainder of the time spent keeping order or dealing with classroom administrative tasks. In around half of the countries that participate in TALIS, this represents a decrease in time spent on actual teaching and learning in class over the last five to ten years.
  • During a typical lesson, practices centred on managing the class and ensuring clarity of instruction are widely applied in OECD countries and economies participating in TALIS, with at least two-thirds of teachers frequently relying on these practices. What is less prevalent, however, is the use of practices that involve student cognitive activation, despite their high potential leverage on student learning. Only around half of teachers adopt this approach.
  • The average age of teachers in OECD countries participating in TALIS is 44, but there is considerable variation across countries. In a number of countries, the teaching workforce has aged over the last five to ten years, with a few examples of significant age increases between 2013 and 2018.
  • Recent changes in migration flows have affected the makeup of classrooms. Almost one-third of teachers in OECD countries in TALIS report that they work in schools where at least 1% of the student population are refugees, and 17% of teachers work in schools where at least 10% of the students have a migrant background.
  • Teaching was the first-choice career for two out of three teachers in OECD countries participating in TALIS. But this is true for only 59% of male teachers, compared to 70% of female teachers. Nine out of ten teachers cite the opportunity to contribute to children's development and society as a major motivation to join the profession.
  • Taking part in some kind of in-service training is commonplace among teachers and principals in the OECD countries and economies that participate in TALIS, with more than 90% of teachers and principals having attended at least one professional development activity in the year prior to the survey.


  • | TALIS 2018 Results - Teaching and Learning International Survey | TALIS 2018 Conceptual Framework | Education policies: Teachers  |
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2019 for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory text.